For White Folks Who Teach in the Hood... and the Rest of Y'all Too

For White Folks Who Teach in the Hood... and the Rest of Y'all Too
Author: Christopher Emdin
Publsiher: Beacon Press
Total Pages: 232
Release: 2016-03-22
ISBN 10: 0807006416
ISBN 13: 9780807006412
Language: EN, FR, DE, ES & NL


For White Folks Who Teach in the Hood... and the Rest of Y'all Too Book Review:

A New York Times Best Seller Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education. Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color and merging his experiences with more than a decade of teaching and researching in urban America, award-winning educator Christopher Emdin offers a new lens on an approach to teaching and learning in urban schools. For White Folks Who Teach in the Hood...and the Rest of Y’all Too is the much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better. He begins by taking to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student’s culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike—both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the “Seven C’s” of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education. For White Folks Who Teach in the Hood...and the Rest of Y'all Too has been featured in MotherJones.com, Education Week, Weekend All Things Considered with Michel Martin, Diverse: Issues in Higher Education, PBS NewsHour.com, Slate, The Washington Post, Scholastic Administrator Magazine, Essence Magazine, Salon, ColorLines, Ebony.com, Huffington Post Education

For White Folks Who Teach in the Hood... and the Rest of Y'all Too

For White Folks Who Teach in the Hood... and the Rest of Y'all Too
Author: Christopher Emdin
Publsiher: Beacon Press
Total Pages: 220
Release: 2016
ISBN 10: 0807006408
ISBN 13: 9780807006405
Language: EN, FR, DE, ES & NL


For White Folks Who Teach in the Hood... and the Rest of Y'all Too Book Review:

"Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education. Drawing on his own experience of feeling undervalued and invisible in science classrooms as a young man of color, Christopher Emdin offers a new lens on and approach to teaching in urban schools. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike--both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally"--

For White Folks Who Teach in the Hood... and the Rest of Y'all Too

For White Folks Who Teach in the Hood... and the Rest of Y'all Too
Author: Christopher Emdin
Publsiher: Beacon Press
Total Pages: 232
Release: 2017
ISBN 10: 0807028029
ISBN 13: 9780807028025
Language: EN, FR, DE, ES & NL


For White Folks Who Teach in the Hood... and the Rest of Y'all Too Book Review:

"Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education. Drawing on his own experience of feeling undervalued and invisible in science classrooms as a young man of color, Christopher Emdin offers a new lens on and approach to teaching in urban schools. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike--both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally"--

Urban Science Education for the Hip-hop Generation

Urban Science Education for the Hip-hop Generation
Author: Christopher Emdin
Publsiher: Brill - Sense
Total Pages: 126
Release: 2010
ISBN 10: 9789087909864
ISBN 13: 9087909861
Language: EN, FR, DE, ES & NL


Urban Science Education for the Hip-hop Generation Book Review:

Christopher Emdin is an assistant professor of science education and director of secondary school initiatives at the Urban Science Education Center at Teachers College, Columbia University. He holds a Ph.D. in urban education with a concentration in mathematics, science and technology; a master's degree in natural sciences; and a bachelor's degree in physical anthropology, biology, and chemistry. His book, Urban Science Education for the Hip-Hop Generation is rooted in his experiences as student, teacher, administrator, and researcher in urban schools and the deep relationship between hip-hop culture and science that he discovered at every stage of his academic and professional journey. The book utilizes autobiography, outcomes of research studies, theoretical explorations, and accounts of students' experiences in schools to shed light on the causes for the lack of educational achievement of urban youth from the hip-hop generation.

#HipHopEd: The Compilation on Hip-hop Education

#HipHopEd: The Compilation on Hip-hop Education
Author: Christopher Emdin,Edmund S. Adjapong
Publsiher: BRILL
Total Pages: 200
Release: 2018-03-29
ISBN 10: 9004371877
ISBN 13: 9789004371873
Language: EN, FR, DE, ES & NL


#HipHopEd: The Compilation on Hip-hop Education Book Review:

The first volume of #HipHopEd: The Compilation on Hip-hop Education serves as a collection of work from scholars, practitioners and students alike who share their research and experiences as it relates to the use of hip-hop in educational spaces.

Between the World and the Urban Classroom

Between the World and the Urban Classroom
Author: George Sirrakos Jr.,Christopher Emdin
Publsiher: Springer
Total Pages: 20
Release: 2017-05-12
ISBN 10: 946351032X
ISBN 13: 9789463510325
Language: EN, FR, DE, ES & NL


Between the World and the Urban Classroom Book Review:

Borrowing from the ideas of John Dewey, schools and classrooms are a reflection of the world; therefore, in order to make sense of the urban classroom, we need to make sense of the world. In this book, the editors have compiled a collection of nine critical essays, or chapters, each examining a particular contemporary national and/or international event. The essays each undertake an explicit approach to naming oppression and addressing it in the context of urban schooling. Each essay has a two-fold purpose. The first purpose is to help readers see the world unveiled, through a more critical lens, and to problematize long held beliefs about urban classrooms, with regard to race, gender, social class, equity, and access. Second, as each author draws parallels between an event and urban classrooms, a better understanding of the microstructures that exist in urban classrooms emerges. “At a time of serious political, economic, and social uncertainty, we need a book like this, one that showcases how the world can be seen as a critical site of curriculum and pedagogy. A powerful intersectional analysis of the world, word, and urban sociopolitical context, authors in this book push the boundaries of what educators know and do in urban schools and classrooms. Grounded in frameworks of critical race theory and culturally relevant pedagogy, authors center essential societal moments that must be viewed as the real curriculum. These moments can equip students with tools to examine ‘the what of the world’ as well as how to examine, critique, challenge, and disrupt individual, systemic, and structural realities and practices that perpetuate and maintain a racist, sexist, homophobic, and xenophobic status quo. This is an important, forward-thinking, innovative book – a welcome addition to the field of urban education.” – H. Richard Milner IV, Helen Faison Chair of Urban Education, University of Pittsburgh

What a Coach Can Teach a Teacher

What a Coach Can Teach a Teacher
Author: Jeffrey Michael Reyes Duncan-Andrade
Publsiher: Peter Lang
Total Pages: 260
Release: 2010
ISBN 10: 9780820479057
ISBN 13: 0820479055
Language: EN, FR, DE, ES & NL


What a Coach Can Teach a Teacher Book Review:

This book, written by an experienced urban classroom teacher and coach, aims to document effective practices in urban schools and to provide insight into productive program building and educational practices. The book rejects the up-by-your-bootstraps theory of success, offering in its place a set of concrete strategies for teachers and educational leaders who are committed to fundamentaiiy rethinking the business-as-usual approach which continues to fail urban school children. This book is well-suited for classes working with educational leaders, classroom teachers, sports coaches, and educational researchers. "An educator, a theorist, an activist, and a coach...Jeffrey M.R. Duncan-Andrade draws on all of these roles to explain what it takes to teach and motivate young people to succeed. Through this skillful analysis of the role of sports in the lives of urban youth, Duncan-Andrade reveals how educators can buiid relationships and develop a deeper sense of meaning about the purpose of education with the young people they serve. An inspiring, insightful analysis and an invaluable guide for those who recognize the potential for education to transform lives and empower urban youth." ---Pedro A, Noguera, Peter L. Agnew Professor of Education, Steinhardt School of Culture, Education and Development; Executive Director, Metropolitan Center for Urban Education, New York University "Jeffrey M.R. Duncan-Andrade always presents us with a freshness...fresh ideas, fresh analysis, fresh perspectives. It is no different in this volume. One of the freshest takes on coaching, teaching, and learning from a critical perspective." ---Gloria Ladson-Biltings, Professor and Chair, Department of Curriculum and Instruction; Keilner Family Chair in Urban Education, University of Wisconsin-Madison "This is a book for anyone who cares to chart a path for children and youth in urban schools. There is so much to recommend in this book, but above it ail is'the sense of optirnism that sports can be a tool for empowerment for all our kids, whether or not they have pro potential."---Dave Zirin, Author of A People's History of Sports' in the U.S.

Ratchetdemic

Ratchetdemic
Author: Christopher Emdin
Publsiher:
Total Pages: 224
Release: 2021-01-19
ISBN 10: 9780807089507
ISBN 13: 0807089508
Language: EN, FR, DE, ES & NL


Ratchetdemic Book Review:

A revolutionary new educational model, part philosophy and part pedagogy, encouraging educators to provide spaces for students to display their academic brilliance without sacrificing their identity. Bestselling author and educator Christopher Emdin advocates a new identity and sensibility for educators which bridges the seemingly disparate worlds of the ivory tower and urban classroom. Highlighting the major inequities in urban education, Emdin argues in favor of a simple solution: that being "ratchetdemic," or both ratchet and academic (like having rap battles about science) can empower students to embrace themselves, their background, and their education. Originating from hip-hop, "ratchet" refers to the way individuals describe themselves and embrace aspects of who they are - qualities that are often demonized. Modern schooling, Emdin argues, dismisses ratchet identity as anti-intellectual and punishes youth for straying from the academic norms. Emdin explains these deviations include so-called "disruptive behavior" and celebration of hip hop music and culture, which leaves young people in classrooms frustrated and uninspired. Ratchetdemic reclaims the word, and proposes an alternative model to education that centers those who do not fit into established academic paradigms.

The Battle for Room 314

The Battle for Room 314
Author: Ed Boland
Publsiher: Grand Central Publishing
Total Pages: 256
Release: 2016-02-09
ISBN 10: 145556060X
ISBN 13: 9781455560608
Language: EN, FR, DE, ES & NL


The Battle for Room 314 Book Review:

THE BATTLE FOR ROOM 314 In a fit of idealism, Ed Boland left a twenty-year career as a non-profit executive to teach in a tough New York City public high school. But his hopes quickly collided headlong with the appalling reality of his students' lives and a hobbled education system unable to help them: Freddy runs a drug ring for his incarcerated brother; Nee-cole is homeschooled on the subway by her brilliant homeless mother; and Byron's Ivy League dream is dashed because he is undocumented. In the end, Boland isn't hoisted on his students' shoulders and no one passes AP anything. This is no urban fairy tale of at-risk kids saved by a Hollywood hero, but a searing indictment of schools that claim to be progressive but still fail their students. Told with compassion, humor, and a keen eye, Boland's story is sure to ignite debate about the future of American education and attempts to reform it.

Learning to Liberate

Learning to Liberate
Author: Vajra Watson
Publsiher: Routledge
Total Pages: 248
Release: 2012-03-29
ISBN 10: 1136593861
ISBN 13: 9781136593864
Language: EN, FR, DE, ES & NL


Learning to Liberate Book Review:

Few problems in education are as pressing as the severe crisis in urban schools. Though educators have tried a wide range of remedies, dismal results persist. This is especially true for low-income youth of color, who drop out of school—and into incarceration—at extremely high rates. The dual calamity of underachievement in schools and violence in many communities across the country is often met with blame and cynicism, and with a host of hurtful and unproductive quick fixes: blaming educators, pitting schools against each other, turning solely to the private sector, and ratcheting up the pressure on teachers and students. But real change will not be possible until we shift our focus from finding fault to developing partnerships, from documenting problems to discovering solutions. Learning to Liberate does just that by presenting true and compelling community-based approaches to school reform. Drawing on over three years of ethnographic research, Vajra Watson explores the complicated process of reaching and teaching today's students. She reveals how four nontraditional educators successfully empower young people who have repeatedly been left behind. Using portraiture, a methodology rooted in vivid storytelling, Watson analyzes each educator's specific teaching tactics. Uncovering four distinct pedagogies—of communication, community, compassion, and commitment—she then pulls together their key strategies to create a theoretically grounded framework that is both useful and effective. A poignant, insightful, and practical analysis, Learning to Liberate is a timely resource for all educators and youth-serving practitioners who are committed to transforming "at-risk" youth into "at-promise" individuals who put their agency and potential into action in their schools and neighborhoods.

The Guide for White Women Who Teach Black Boys

The Guide for White Women Who Teach Black Boys
Author: Eddie Moore Jr.,Ali Michael,Marguerite W. Penick-Parks
Publsiher: Corwin Press
Total Pages: 472
Release: 2017-09-22
ISBN 10: 1506351778
ISBN 13: 9781506351773
Language: EN, FR, DE, ES & NL


The Guide for White Women Who Teach Black Boys Book Review:

Empower black boys to dream, believe, achieve Schools that routinely fail Black boys are not extraordinary. In fact, they are all-too ordinary. If we are to succeed in positively shifting outcomes for Black boys and young men, we must first change the way school is “done.” That’s where the eight in ten teachers who are White women fit in . . . and this urgently needed resource is written specifically for them as a way to help them understand, respect and connect with all of their students. So much more than a call to call to action—but that, too!—The Guide for White Women Who Teach Black Boys brings together research, activities, personal stories, and video interviews to help us all embrace the deep realities and thrilling potential of this crucial American task. With Eddie, Ali, and Marguerite as your mentors, you will learn how to: Develop learning environments that help Black boys feel a sense of belonging, nurturance, challenge, and love at school Change school culture so that Black boys can show up in the wholeness of their selves Overcome your unconscious bias and forge authentic connections with your Black male students If you are a teacher who is afraid to talk about race, that’s okay. Fear is a normal human emotion and racial competence is a skill that can be learned. We promise that reading this extraordinary guide will be a life-changing first step forward . . . for both you and the students you serve. About the Authors Dr. Eddie Moore, Jr., has pursued and achieved success in academia, business, diversity, leadership, and community service. In 1996, he started America & MOORE, LLC to provide comprehensive diversity, privilege, and leadership trainings/workshops. Dr. Moore is recognized as one of the nation’s top motivational speakers and educators, especially for his work with students K–16. Dr. Moore is the Founder/Program Director for the White Privilege Conference, one of the top national and international conferences for participants who want to move beyond dialogue and into action around issues of diversity, power, privilege, and leadership. Ali Michael, Ph.D., is the co-founder and director of the Race Institute for K–12 Educators, and the author of Raising Race Questions: Whiteness, Inquiry, and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. She is co-editor of the bestselling Everyday White People Confront Racial and Social Injustice and sits on the editorial board of the journal, Whiteness and Education. Dr. Michael teaches in the mid-career doctoral program at the University of Pennsylvania’s Graduate School of Education, as well as the Graduate Counseling Program at Arcadia University. Dr. Marguerite W. Penick-Parks currently serves as Chair of Educational Leadership and Policy at the University of Wisconsin, Oshkosh. Her work centers on issues of power, privilege, and oppression in relationship to issues of curriculum with a special emphasis on the incorporation of quality literature in K–12 classrooms. She appears in the movie, “Mirrors of Privilege: Making Whiteness Visible,” by the World Trust Organization. Her most recent work includes a joint article on creating safe spaces for discussing White privilege with preservice teachers.

Culturally Responsive Teaching and The Brain

Culturally Responsive Teaching and The Brain
Author: Zaretta Hammond
Publsiher: Corwin Press
Total Pages: 192
Release: 2014-11-13
ISBN 10: 1483308022
ISBN 13: 9781483308029
Language: EN, FR, DE, ES & NL


Culturally Responsive Teaching and The Brain Book Review:

A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection

Schooling Hip-Hop

Schooling Hip-Hop
Author: Marc Lamont Hill,Emery Petchauer
Publsiher: Teachers College Press
Total Pages: 193
Release: 2015-04-26
ISBN 10: 0807773565
ISBN 13: 9780807773567
Language: EN, FR, DE, ES & NL


Schooling Hip-Hop Book Review:

This book brings together veteran and emerging scholars from a variety of fields to chart new territory for hip-hop based education. Looking beyond rap music and the English language arts classroom, innovative chapters unpack the theory and practice of hip-hop based education in science, social studies, college composition, teacher education, and other fields. Authors consider not only the curricular aspects of hip-hop but also how its deeper aesthetics such as improvisational freestyling and competitive battling can shape teaching and learning in both secondary and higher education classrooms. Schooling Hip-Hop will spark new and creative uses of hip-hop culture in a variety of educational settings. Contributors: Jacqueline Celemencki, Christopher Emdin, H. Bernard Hall, Decoteau J. Irby, Bronwen Low, Derek Pardue, James Braxton Peterson, David Stovall, Eloise Tan, and Joycelyn A. Wilson “Hip hop has come of age on the broader social and cultural scene. However, it is still in its infancy in the academy and school classrooms. Hill and Petchauer have assembled a powerful group of scholars who provide elegantly theoretical and practically significant ways to consider hip hop as an important pedagogical strategy. This volume is a wonderful reminder that ‘Stakes is high!’” —Gloria Ladson-Billings, Kellner Family Chair in Urban Education, University of Wisconsin–Madison “This book is a bold, ambitious attempt to chart new intellectual, theoretical, and pedagogical directions for Hip-Hop Based Education. Hill and Petchauer are to be commended for pushing the envelope and stepping up to the challenge of taking HHBE to the next level.” —Geneva Smitherman, University Distinguished Professor Emerita, English and African American and African Studies, Michigan State University

The First Year of Teaching

The First Year of Teaching
Author: Jabari Mahiri,Sarah Warshauer Freedman
Publsiher: Teachers College Press
Total Pages: 214
Release: 2014
ISBN 10: 0807773174
ISBN 13: 9780807773178
Language: EN, FR, DE, ES & NL


The First Year of Teaching Book Review:

For first-year teachers entering the nation’s urban schools, the task of establishing a strong and successful practice is often extremely challenging. In this compelling look at first-year teachers’ practice in urban schools, editors Jabari Mahiri and Sarah Warshauer Freedman demonstrate how a program of systematic classroom research by teachers themselves enables them to effectively target instruction and improve their own practice. The book organizes the teachers’ research into three broad areas, corresponding to issues the new teachers identified as the most challenging: Crafting Curriculum—how to engage students in learning curricular content, develop their abilities to meet standards, and prepare them for college or careers. Complicating Culture—how to build on the different languages and cultures found in contemporary schools. Conceptualizing Control—how to manage a classroom of 30 or more teenagers and create a climate where learning can take place. The First Year of Teaching offers an array of classroom scenarios that will spark in-depth discussions in teacher preparation classes and professional development workshops, particularly in the context of problem-based, problem-posing pedagogies. “The First Year of Teaching offers us knowledge about urban schools which we could only get by academics and teachers working together. Documenting three themes concerning the complications of curriculum, culture, and control, we learn significant practices that make a difference for new teachers and their students. This is a must-read for teachers, researchers, and policymakers who want to improve urban education now.” —Ann Lieberman, senior scholar, Stanford University “This volume marvelously demonstrates how teaching and learning can be improved by positioning new teachers as researchers within a systematic process for increasing their effectiveness in complex, diverse city schools. Through each seamlessly integrated chapter the authors show us how critical teacher inquiry can provide the meaningful insight and stance needed to inspire engaged pedagogical practice. The First Year of Teaching will serve as a tremendous resource for preservice teacher education, professional development programs across the career span, and university classes on urban education and teacher learning.” —Ernest Morrell, director, Institute for Urban and Minority Education, Teachers College, Columbia University

Getting Classroom Management Right

Getting Classroom Management Right
Author: Carol Miller Lieber
Publsiher: Educators for Social responsibility
Total Pages: 372
Release: 2009-01-01
ISBN 10: 9780615281230
ISBN 13: 0615281230
Language: EN, FR, DE, ES & NL


Getting Classroom Management Right Book Review:

Getting Classroom Management Right provides resources specifically designed for teachers who work with adolescents and want to create learning environments that foster fairness, mutual respect, student accountability, and self-discipline. It offers research-based tools, skills, and guiding principles that enable secondary teachers to organize and manage their classrooms for optimal learning; prevent most disruptive behaviors; diagnose and respond to problematic behaviors efficiently; and provide the right kinds of accountable consequences and supportive interventions that will help reluctant and resistant students to turn around their behavior.ESR's five step approach to classroom management, "Guided Discipline and Personalized Support," presents case studies and sample responses to six familiar problem types; teacher qualities and skill sets associated with effective classroom management; routines, procedures, and group learning protocols that build a high functioning classroom community; essential practices, strategies, and scripts that invite student engagement, cooperation, and self-correction; individual and group strategies for supporting positive behavior; and specific intervention protocols for chronic unwanted behaviors.

We Want to Do More Than Survive

We Want to Do More Than Survive
Author: Bettina Love
Publsiher:
Total Pages: 200
Release: 2019
ISBN 10: 0807069159
ISBN 13: 9780807069158
Language: EN, FR, DE, ES & NL


We Want to Do More Than Survive Book Review:

A path to educational justice for all students - one that encourages teachers, parents, and their communities to adopt the rebellious spirit and bold and creative methods of abolitionists Educator Bettina Love argues that the U.S educational system is maintained by and profits from the suffering of children of color. Reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education which she calls the Education Survival Complex. To dismantle the educational survival complex and to achieve educational freedom--not reform--educators, parents, and community leaders must approach education through the imagination, determination, boldness and urgency of an abolitionist. Drawing on her experiences as a student and teacher, Love highlights young community leaders, artists and activists who are advocating for social change and inclusion. She persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. She concludes by showing how young leaders are expanding our ideas of civic engagement and intersectional justice by using the playbook of abolitionists like Ella Barker, Bayard Rustin, and Fannie Lou Hamer.

Beats, Rhymes, and Classroom Life

Beats, Rhymes, and Classroom Life
Author: Marc Lamont Hill
Publsiher: Teachers College Press
Total Pages: 170
Release: 2009
ISBN 10: 080777622X
ISBN 13: 9780807776223
Language: EN, FR, DE, ES & NL


Beats, Rhymes, and Classroom Life Book Review:

For over a decade, educators have looked to capitalize on the appeal of hip-hop culture, sampling its language, techniques, and styles as a way of reaching out to students. But beyond a fashionable hipness, what does hip-hop have to offer our schools? In this revelatory new book, Marc Lamont Hill shows how a serious engagement with hip-hop culture can affect classroom life in extraordinary ways. Based on his experience teaching a hip-hop–centered English literature course in a Philadelphia high school, and drawing from a range of theories on youth culture, identity, and educational processes, Hill offers a compelling case for the power of hip-hop in the classroom. In addition to driving up attendance and test performance, Hill shows how hip-hop–based educational settings enable students and teachers to renegotiate their classroom identities in complex, contradictory, and often unpredictable ways. “One of the most profound, searching, and insightful studies of what happens to the identities and worldviews of high school students who are exposed to a hip-hop curriculum." —Michael Eric Dyson, author, Can You Hear Me Now? “Hill’s book is a beautifully written reminder that the achievement gaps that students experience may be more accurately characterized as cultural gaps—between them and their teachers (and the larger society). This is a book that helps us see the power and potential of pedagogy.” —From the Foreword by Gloria Ladson-Billings, University of Wisconsin–Madison “Beats, Rhymes, and Classroom Life offers a vibrant, rigorous, and comprehensive analysis of hip-hop culture as an effective pedagogy, cultural politics, and a mobilizing popular form. This book is invaluable for anyone interested in hip-hop culture, identity, education, and youth.” —Henry Giroux, McMaster University “This book marks the time where our modern literature changes from entertainment to education. A study guide for our next generation using the modern day struggle into manhood and beyond.” —M-1 from dead prez

Managing Diverse Classrooms

Managing Diverse Classrooms
Author: Carrie Rothstein-Fisch,Elise Trumbull
Publsiher: ASCD
Total Pages: 196
Release: 2008-01-17
ISBN 10: 1416612556
ISBN 13: 9781416612551
Language: EN, FR, DE, ES & NL


Managing Diverse Classrooms Book Review:

How does the home culture of Latino immigrant students differ from the “mainstream” culture of U.S. schools? Why is it important for teachers to understand the differences? How can educators take advantage of students’ cultural traits to improve classroom management, student performance, and school-parent relations? Carrie Rothstein-Fisch and Elise Trumbull answer these and many other questions by drawing on the experience and collective wisdom of teachers in the Bridging Cultures Project, a five-year action research study of elementary classrooms with high percentages of immigrant students. The authors present a simple framework for understanding cultural differences, comparing the “individualistic” culture that prevails in American education with the “collectivistic” culture that characterizes most of the world’s population, including many of the Latino immigrant students in U.S. classrooms. At the heart of the book are teacher-developed strategies that capitalize on the cultural values that these students and their families offer, such as an emphasis on helping, sharing, and the success of the group. The strategies cover a wide spectrum of issues and concerns, including * Communication with families * Open house and parent-teacher conferences * Homework * Attendance * Learning in the content areas * Motivation and rewards * Classroom rules * Assessment and grading Managing Diverse Classrooms: How to Build on Students’ Cultural Strengths presents both the research foundation and the practical perspectives of seasoned teachers whose classroom-tested approaches have produced positive results. With this valuable guide in hand, readers will have the insights and strategies they need to turn educational challenges into educational opportunities.

Everyday Antiracism

Everyday Antiracism
Author: Mica Pollock
Publsiher: ReadHowYouWant.com
Total Pages: 760
Release: 2010-07-19
ISBN 10: 1458784371
ISBN 13: 9781458784377
Language: EN, FR, DE, ES & NL


Everyday Antiracism Book Review:

Which acts by educators are ''racist'' and which are ''antiracist''? How can an educator constructively discuss complex issues of race with students and colleagues? In Everyday Antiracism leading educators deal with the most challenging questions about race in school, offering invaluable and effective advice. Contributors including Beverly Daniel Tatum, Sonia Nieto, and Pedro Noguera describe concrete ways to analyze classroom interactions that may or may not be ''racial,'' deal with racial inequality and ''diversity,'' and teach to high standards across racial lines. Topics range from using racial incidents as teachable moments and responding to the ''n-word'' to valuing students' home worlds, dealing daily with achievement gaps, and helping parents fight ethnic and racial misconceptions about their children. Questions following each essay prompt readers to examine and discuss everyday issues of race and opportunity in their own classrooms and schools. For educators and parents determined to move beyond frustrations about race, Everyday Antiracism is an essential tool.

The Pedagogy of Real Talk

The Pedagogy of Real Talk
Author: Paul Hernandez
Publsiher: Corwin Press
Total Pages: 208
Release: 2015-05-21
ISBN 10: 1506304974
ISBN 13: 9781506304977
Language: EN, FR, DE, ES & NL


The Pedagogy of Real Talk Book Review:

For students at risk, Real Talk means real results! Developed by a nationally-awarded educator and former at-risk student, Real Talk builds rapport with students while creating learning experiences that are relevant…and life-changing. The results are transformed classroom and school environments, engaged students, and higher achievement. The Pedagogy of Real Talk guides readers through every step of implementation. They will Develop an understanding of the substantive education theories that underlie the Real Talk approach Learn the how-to’s for implementing Real Talk with any group of learners Understand key approaches for training teachers in Real Talk methodology Benefit from case studies and lessons learned